1 / 9

POSTGRADUATE TRAINING FOR TEACHING IN MSOR University of Bath 29 Jan 2009

POSTGRADUATE TRAINING FOR TEACHING IN MSOR University of Bath 29 Jan 2009. Bill Cox (w.cox@aston.ac.uk) Aston University and MSOR Network. POSTGRADS COMMENTS.

alesia
Download Presentation

POSTGRADUATE TRAINING FOR TEACHING IN MSOR University of Bath 29 Jan 2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. POSTGRADUATE TRAINING FOR TEACHING IN MSOR University of Bath 29 Jan 2009 Bill Cox (w.cox@aston.ac.uk) Aston University and MSOR Network

  2. POSTGRADS COMMENTS ‘Before embarking on my teaching duties as a postgraduate it always struck me as unusual that PhD students are able to and expected to be capable of undertaking such duties with very little (or if given) suitable training’ 3rd year Maths PhD student

  3. ANOTHER This type of training forms what could be classed as generic training , where students from all disciplines attend. However, this does not incorporate subject specific training and in my experience there is great reliance on the advice and instruction given by the individual module lecturer. This invariably means that the guidance received differs from postgraduate to postgraduate, which can be advantageous in many situations, but does mean the subject specific training is non-standardised.’ 3rd year Maths PhD student

  4. NOTE Just like new MSOR lecturing staff and generic institutional staff development training programmes.

  5. Hence • Mike Grove proposed ‘Supporting postgraduate students who Teach Mathematics & Statistics’ • First ‘risked’ 2005 • 62 delegates over three regional centres (Midlands, SW, London) • Engaged with 15 departments • 2008/9 180 delegates over seven regional centres

  6. Current programme • Welcome • The First Lesson • Planning and delivering small group teaching (recalcitrant group role-play) • Facilitating problem solving classes (stuck student role-play) • Presenting and communicating mathematics (bad lecturer act) • Assessing student work and providing feedback (marking genuine student work exercise) • Interactive session: sharing advice (delegates own queries)

  7. WHAT TYPES OF DUTIES DO MATHEMATICS POSTGRADUATES UNDERTAKE? Survey of all attendees: • Running seminars or tutorials (70%) • Running problem classes (55%) • Other forms of small group teaching (50%) • One-to-one tutoring or mentoring (20%) • Marking exams (40%) • Marking coursework (50%) • Occasional lectures (10%) • Assisting with computer labs (20%) • Responsibility for complete course and examinations (5%)

  8. SOME GENERAL POINTS • Very popular – feedback to die for • Penetration into research-based universities • Pleasure to run • Notes/FAQ/Book • Intense/interactive/practical/serviceable • Get’s them when young (already!) • Attitudes of departments mixed

  9. RESOURCES AVAILABLE • Series of handouts produced for each session • Collated responses to individual delegate queries • Guide for postgraduate students who teach (in preparation)

More Related